Responding to the Calls to Action: Indigenizing a Graduate Program

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dc.contributor.authorPratt, Yvonne Poitras
dc.contributor.authorLablonde, Solange
dc.contributor.authorHanson, Aubrey
dc.contributor.authorDanyluk, Patricia
dc.contributor.facultyWerklund School of Education
dc.date.accessioned2017-06-28T22:29:27Z
dc.date.available2017-06-28T22:29:27Z
dc.date.issued2017-05
dc.description.abstractIn this article, we present our work on Indigenizing pedagogy as a response to the Truth and Reconciliation Commission (2015) Calls to Action. While Indigenous scholars provide access to the written voices of First Peoples (Battiste, 2013; Donald, 2009; Smith, 2012), the graduate program we created around the topic of reconciliation intentionally invited in Elders and allies to teach and learn alongside students. Our research reveals that inclusion of knowledge keepers, a respectful learning environment, along with creative pedagogical approaches, fostered transformative learning; yet we argue these innovations were only possible because our visions were supported by allied leadership.en_US
dc.description.refereedYesen_US
dc.description.sponsorshipUniversity of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oilen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5340
dc.identifier.urihttp://hdl.handle.net/1880/52117
dc.languageen
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjectIndigenous educationen_US
dc.subjectreconciliationen_US
dc.subjectreconciliatory pedagogyen_US
dc.titleResponding to the Calls to Action: Indigenizing a Graduate Programen_US
dc.typeunknown
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